Approaches and contexts for the development of graphs and tables

Abstract

This paper presents the results of a research study on the teaching of statistics in the early years of elementary school, conducted in the second semester of 2023 as part of the Graduate Program in Education at the University of Pernambuco. The investigation took place in a public school in the municipal network of Ipojuca/PE, focusing on students' skills in reading and interpreting graphs and tables, as outlined in the local curriculum. Students’ performance on external assessments was analyzed, comparing rural and urban schools.A multi-grade class from 4th and 5th grade, excluded from external assessments, was observed based on the textbook used. A didactic sequence was implemented, grounded in Meaningful Learning, Statistical Literacy, and the Investigative Cycle. A survey was also conducted with teachers to understand the contexts addressed in teaching statistics in the classroom.The study revealed gaps in the consolidation of statistical skills and highlighted the importance of working with contextualized and real data. Students actively participated in data collection and transformation into graphs, which promoted reflection, engagement, and motivation. The approach validated the Investigative Cycle as an effective methodology for teaching statistics and showed that statistical literacy can make learning more meaningful.The study also pointed out limitations in the textbook and proposed more contextualized pedagogical practices, aiming to stimulate critical thinking and the construction of lasting knowledge, transforming the classroom into a more dynamic and participatory space.